THE MULTIPLICITY OF VOICES LINKED IN PORTFOLIOS OF INTERNS OF A CHEMISTRYDEGREE COURSE IN THE PANDEMIC CONTEXT

Abstract

: The present work aimed to interweave reflections on the initial training of Science/Chemistry teachers based on the written Portfolios of interns in the curricular component of Supervised Internship III of the Chemistry Degree Course at the Federal University of Grande Dourados (UFGD) in context of COVID-19. The pandemic was marked by remote classes, which made the scenario complex for the Supervised Internship field. The nature of the research was qualitative, based on Discursive Textual Analysis (DTA). The empirical material for analysis were the Portfolios that the Interns produced. In this way, we value the multiple voices that emerged and linked from these Portfolios, among which were: a) an inclusive school; b) infrastructure; c) internet access; d) appreciation of teachers; e) public educational policies; f) knowledge of school reality. Therefore, we conclude that the use of Portfolios was a formative and powerful strategy, enabling an Internship that envisioned praxis.